Parent-child interactions and word learning in young deaf children with cochlear implants

植入人工耳蜗的聋哑儿童的亲子互动和单词学习

• 批准号: 10320004
• 负责人: Oliver Franz Adunka
• 金额: $ 62.61万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10320004
• 关键词: 5 year old; Accounting; Affect; Age; Association Learning; Attention; Auditory; Auditory Perception; Behavior; Child; Child Behavior; Childhood; Chronology; Cochlear Implants; Cochlear implant procedure; Collaborations; Data; Development; Event; Eye; Face; Feedback; Foundations; Hand; Head; Intervention Studies; Joints; Knowledge; Language; Language Development; Lead; Learning; Link; Matched Group; Measures; Mediating; Methods; Movement; Names; Parent-Child Relations; Parents; Participant; Pathway interactions; Play; Property; Research; Resolution; Risk Factors; Role; Social Interaction; Speech Perception; System; Testing; Time; Work; auditory processing; base; cognitive disability; congenital deafness; data streams; deaf; experience; gaze; implantation; infancy; insight; language outcome; learning outcome; multimodality; normal hearing; novel; peer; programs; sensory input; social; social structure; sound; word learning

Project Summary/Abstract Severe-to-profound hearing loss during infancy is a risk factor for poor spoken language development, even after early cochlear implantation. A key to acquiring spoken language is developing the ability to learn associations between words and their referents (i.e., novel word learning). Many young children with cochlear implants (CIs) struggle to learn novel words and those who do tend to have poor language outcomes. We know that successful word learning in normal-hearing, typically developing children depends in large part on the real-time quantitative and qualitative properties of parent-child social interactions, such as the synchrony between when parents name objects and children’s attention to those objects. Our central hypothesis is that the atypical auditory experiences of CI users influence naming synchrony, affecting word-learning opportunities and language outcomes. This proposed project is built upon an already established collaboration between MPI Chen Yu, who has developed a multi-method, multi-modal approach involving high-resolution data of eye, head, and hand movements to characterize the micro-structure of social coordination, and MPI Derek Houston, who has investigated speech perception and novel word learning in children with cochlear implants for over 18 years. We will collect multiple streams of data from both parents and children as they play with each other and as parents spontaneously name novel objects, and investigate the role of congenital deafness and subsequent cochlear implantation on the quantity and quality of naming synchrony and explore potential micro- and macro- level mechanisms that may account for differences in naming synchrony between dyads with NH children and those with children who use CIs (Aim 1). We will also determine and the effects of naming synchrony on word learning in CI users and NH children (Aim 2). Finally, the proposed project will assess language outcomes six months later and determine the extent to which differences in naming synchrony predict language outcomes after accounting for concurrent auditory processing and language abilities (Aim 3). To our knowledge, this is the first effort to investigate real-time micro-level properties of social interactions in children with CIs, which will lead to new insights into real-time parent-child interactions and language outcomes after implantation, and will potentially lead to new hypotheses for intervention studies involving precise feedback on parent-child coordination.

项目总结/摘要 婴儿期重度至极重度听力损失是口语发育不良的危险因素， 早期人工耳蜗植入后掌握口语的关键是培养学习能力 词与其所指对象之间的关联（即，新单词学习）。许多患有耳蜗的幼儿 植入物（CI）很难学习新单词，而那些学习新单词的人往往语言效果不佳。我们 我知道，听力正常的儿童，特别是发育中的儿童，成功的单词学习在很大程度上取决于 亲子社会互动的实时定量和定性特性，如同步性， 父母给物品命名和孩子对这些物品的注意力之间的关系。我们的核心假设是， CI使用者的非典型听觉体验影响命名同步性，影响词汇学习机会 语言成果。这个拟议的项目是建立在MPI之间已经建立的合作 陈宇开发了一种涉及眼睛高分辨率数据的多方法、多模态方法， 头部和手部运动来表征社会协调的微观结构，而MPI德里克休斯顿， 他对植入人工耳蜗的儿童的言语感知和新单词学习进行了超过18年的研究， 年我们将收集来自父母和孩子的多个数据流，因为他们彼此玩耍， 作为父母自发命名新的对象，并调查先天性耳聋和随后的作用， 人工耳蜗植入对命名同步性的数量和质量的影响，并探讨潜在的微观和宏观 水平的机制，可以解释的差异，命名同步的二分体与NH儿童和 有孩子的人使用CI（目标1）。我们还将确定和命名同步的影响， CI用户和NH儿童的学习（目标2）。最后，拟议的项目将评估语言成果6 并确定命名同步性的差异在多大程度上预测语言结果 在考虑了同时进行的听觉处理和语言能力之后（目标3）。据我们所知，这是 第一次努力调查CI儿童社会互动的实时微观层面属性，这将 导致对植入后实时亲子互动和语言结果的新见解，并将 可能导致新的假设干预研究涉及精确的反馈对父母的孩子 协同